Salīdzināt metodes
Apskatiet izvēlētās metodes blakus; rindas, kas atšķiras, ir izceltas.
| Skala par vienaudru mācīšanos× | Anketas izpētes prasmju novērtēšanai× | |
|---|---|---|
| Nozare | Pedagoģiskā psiholoģija | Pedagoģiskā psiholoģija |
| Saime | Process / pipeline | Process / pipeline |
| Izcelsmes gads≠ | 2000s | 1964 |
| Autors≠ | Various; based on collaborative learning theory | Brown, W.F.; Holtzman, W.H. |
| Tips≠ | Self-report questionnaire or observation | Self-report questionnaire |
| Pirmavots≠ | Topping, K. J. (2009). Peer assessment. Theory into Practice, 48(1), 20–27. DOI ↗ | Brown, W. F., & Holtzman, W. H. (1964). Survey of Study Habits and Attitudes (SSHA). Psychological Corporation. link ↗ |
| Citi nosaukumi≠ | PLS | SSAQ, Study Habits and Attitudes Test |
| Saistītās | 5 | 5 |
| Kopsavilkums≠ | The Peer Learning Scale measures the extent and quality of collaborative learning experiences among students, capturing the frequency of peer interaction, perceived support from peers, quality of peer feedback, and learning gains from collaboration. Grounded in social-constructivist theory and decades of research on collaborative learning, the PLS assesses a critical dimension of the modern learning environment: peer interaction is not incidental but a core mechanism of learning through explanation, feedback, and distributed cognition. | The Study Skills Assessment Questionnaire measures the habitual study practices, time management, concentration, and learning motivation of students. Originating from the foundational Survey of Study Habits and Attitudes (Brown & Holtzman, 1964) and refined in contemporary versions, the SSAQ identifies whether students employ evidence-based study techniques (spaced practice, self-testing, active recall) or ineffective strategies (cramming, passive rereading). This information is invaluable for academic support professionals designing skill-building interventions tailored to student needs. |
| ScholarGateDatu kopa ↗ |
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